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USING THE SKOOOL™ HE PLATFORM: eLEARNING IMPLEMENTATION GUIDE
UNFPA (Geeta Lal)
Jhpiego (Peter Johnson, Leah Hart, Sarah Searle, Alison Trump)
Intel (Mathew Taylor, Narayan Sundararajan)
eLearning Implementation Guide iii
TABLE OF CONTENTS
Why eLearning? 1
Purpose of This Guide 2
Accessing the skoool HE Platform 4
Current Modules 4
Pre-Service Training 6
Stakeholder Buy-In and Support 9
Implementing the Program 18
Implementation Testing 18
Ongoing Support 18
Appendix A: Material and Human Resource Requirements for eLearning
Program Initiation 20
Appendix B: Sample Job Description for Information and Communication
Technology (ICT) Advisor 24
Appendix C: Sample Job Description for eLearning Systems Integrator 26
Appendix D: Sample Job Description for eLearning Content Creator 27
iv eLearning Implementation Guide
The eLearning Modules for Midwives and Frontline Health Care Workers resulted from a
partnership between UNFPA, Intel, Jhpiego, and the World Health Organization (WHO). The
modules aim to build frontline health care workers’ expertise in essential lifesaving skills to
prevent maternal/newborn deaths. In addition, because the modules are electronic, learning
institutions can collect learner performance data, which can be used to improve performance
management and quality control.
Designed to be easy to use, with evidence-based training methods incorporated, the modules
present case studies that guide the user through real-life (normal and emergency) situations
that occur during pregnancy and childbirth. For maximum impact, the modules should be
disseminated as part of a comprehensive eLearning program or blended into the existing
curriculum to enhance in particular, the lifesaving skills. This implementation guide provides
high-level guidance on designing and implementing an eLearning program using the
The four partners involved in producing the modules each had a different role. The modules
are based largely on WHO’s Integrated Management of Pregnancy & Childbirth (IMPAC)
manuals, which focus on the signal functions necessary for health care workers to address the
top causes of maternal mortality. Jhpiego, an international nongovernmental organization
with expertise in capacity-building and health systems strengthening, provided innovative
training solutions and multimedia content for the modules. UNFPA provided overall project
management, coordination, and implementation support as well as technical expertise in
sexual and reproductive health and midwifery and operationalization at the country level.
Finally, Intel contributed to the partnership by engineering the no-charge skoool™
Healthcare Education platform that allows eLearning modules to be accessed on Windows-
based platforms, with or without internet connectivity, along with interpretation of learners’
The module content was reviewed by UNFPA, Jhpiego, and WHO technical experts. In
addition, a technical advisory group with members from the International Federation of
Gynecology and Obstetrics (FIGO), the International Confederation of Midwives (ICM), and
the International Council of Nurses (ICN) reviewed the technical content of the eLearning
eLearning Implementation Guide 1
Blended learning is a “combination of off- or online learning and face-to-face instruction.”
eLearning is “instruction delivered on a digital device such as a computer or mobile device that is intended to support learning.”
Electronic learning, or eLearning, can be as effective as or
even more effective than live instruction. It can also be more
efficient if effective techniques are used—especially for the
development of knowledge and critical thinking and
decision-making skills. 1,2
The current availability of low-
cost mobile devices such as netbooks and tablets provides
the opportunity to extend eLearning to the frontline and to
support health workers in improving their decision-making
and performance. eLearning is easily adaptable to local
contexts and languages.
It is important to keep in mind that eLearning is one component of a blended learning
strategy that supports the development of target competencies and must be aimed at the right
constellation of health workers. Other components of the strategy may include demonstration,
practice, mentorship, and simulation. This guide focuses on implementation of eLearning and
the advantages that eLearning offers to a comprehensive education and training strategy.
Table 1 summarizes some of these advantages.
Table 1. Traditional training vs. eLearning
Common Training Methods
Challenges with Common Training Methods
Strategic Advantages of Multimedia eLearning
Off-site/ workshop training
Removes workers from their job site, sacrificing valuable human resources and pressuring trainers to reduce training time, which can result in sub-optimal changes in performance.
eLearning lessons can be accessed readily by all health workers at a time when they are needed most (urgently), based on identified performance gaps in the workplace.
Knowledge transfer is low and continues to deteriorate over time; demonstrable change in practice is less than ideal.
Workers can receive continuing updates, consider recent evidence, and maintain skills through ongoing exposure to training content.
Limited reach: Training does not reach the majority of health workers attending births; single cadre training does not promote teamwork.
eLearning has the capacity to reach higher numbers and a greater range of health workers.
Cost Training is expensive, with little return on investment.
eLearning provides a basis for low-cost follow-up after in-person training to help reinforce new skills, and allows practitioners to take responsibility for facilitating ongoing learning.
1 Bluestone J et al. Effective In-Service Training Techniques, Frequency, Setting and Media: Evidence from an
Integrative Review of the Literature. Baltimore: Jhpiego, 2012.
2 Means B, Toyama Y, Murphy R, Bakia M, Jones K. Evaluation of Evidence-Based Practices in Online Learning:
A Meta-Analysis and Review of Online Learning Studies. U.S. Department of Education, 2010. 3 Clark RC and Mayer RE. E-Learning and the Science of Instruction: Proven Guidelines for Consumers and
Designers of Multimedia Learning. 3rd ed. San Francisco: Pfeiffer, 2011.
2 eLearning Implementation Guide
Common Training Methods
Challenges with Common Training Methods
Strategic Advantages of Multi-Media eLearning
Enrollment in PSE programs
Limited numbers of health care workers trained
Midwives trained remotely are more likely to serve hard-to-reach populations. Training can be extended to where it is most needed, encouraging retention and representative distribution of the health care workforce.
Curriculum Keeping content updated Students can be trained on the most up-to- date evidence, improve understanding of critical concepts.
Clinical placements limited and may include limited exposure to critical clinical situations
Students can view video or animated demonstrations and develop clinical decision-making skills in a safe and stress- free learning environment. Clinical conditions that are rare but highly critical can be simulated through an eLearning environment, improving necessary decision-making and clinical skill mastery.
Simulation Limited opportunities for practice through simulation
eLearning promotes virtual simulation, which increases opportunities for knowledge transfer and clinical decision- making practice, thus maintaining or increasing competency and confidence through regular exposure that is traceable through the skoool™ HE system.
Quality of training materials
Validated materials or training approach not always available.
Prototype eLearning modules use internationally validated materials involving multiple global experts and stakeholder groups (ICN, ICM, FIGO, WHO, UNFPA, Jhpiego).
PURPOSE OF THIS GUIDE
The guide was created to enable ministries and stakeholders, including educational
institutions, administrators, professional associations, and councils that are interested in
supporting or expanding health care worker education via eLearning, to mainstream training
on key lifesaving functions. eLearning does not replace skills training or facility-based
learning, which are face-to-face experiences that learners need to obtain practice and receive